When I first started school it was obvious to my teacher that I was more advanced than my peers in most subjects, especially math. My teacher advised my parents that I should be placed in an advanced learning math class. For as long as I can remember math has been a fairly easy and engaging subject for me. I have had effortless classes, but do not be fooled, I have also had difficult classes. I will discuss my previous math knowledge and how it has influenced me in my current math class, as well as life in general. Some skills I have obtained through my previous math classes have been of significant help to me in finite math. Graphing linear lines, matrix algebra, probability, and basic plug and solve problems are all things that I have used in finite math that I learned in previous courses. Graphing lines and matrix algebra, I learned in algebra one and two. Probability, I learned in statistics class. The plug and solve problems, I have been using for years throughout many various courses. All of these skills I have put to use in finite math up to this point. Having prior knowledge of how to do the things I have listed above has made learning finite math easier than I anticipated. …show more content…
One of these classes is geometry. For some reason proofs always gave me trouble. I saw no point in having to use explanations to come to a conclusion of a geometric statement. Finding chords and dealing with circle problems also were extremely challenging. I believe this was because the process of solving for different parts of a circle were too confusing for me to remember. Pre-calculus was easily the toughest math class I have taken thus far. The unit circle and everything that goes along with it I was not fond of. The trig portions of the circle were too complicated and I would mix them up
lesser of the math evils), and the dreaded, unspeakable others: mainly trigonometry and calculus. While
I remember how mathematics was incredibly difficult for me and because of this I can relate to the struggles students have with math. For a teacher to be successful they need to create relevance for the students. I understand how to relate the various topics of mathematics to topics of the world, which for most students is difficult to do, For example, I remember at the CREC School I was observing at, there was a student of Bosnian decent who was having trouble understanding how to read a map of the United States. So I showed her a map of Bosnia with the same map key, and we discerned what everything meant (where the capital was, where the ocean was, major port cities were, etc…). She caught on quickly as she already had an understanding of Bosnia and it quickly transferred over to the map of the thirteen colonies. This skill is easily transferrable to mathematics by using relevant, real-world examples of concepts learned by
Math is not a scary thing. It can be fun and highly useful. In researching adult learners who return to college, I found a quote by Einstein saying (2015), “Do not worry about your difficulties in mathematics. I can assure you that mine are still greater.” In Einstein’s humility, it was heartening to know we all have our weaknesses. It was even more hopeful knowing his historical mathematical strengths. According to Erskine (2015), “While the overwhelming majority of Americans, 93 percent, agree that strong math skills are essential to being successful in life, nearly a third say they would rather clean the bathroom than solve a math problem.” We all know how socially acceptable and funny it is to be bad at math. Although Erskine stated it too, she is right. However, I feel the tide is turning. It is becoming increasingly acceptable to improve oneself. I am looking forward to using the EdReady program for my Algebra, Calculus and Trigonometry skills. In bringing this essay to a close, there is always a practical and approachable way to have better math comprehension. Math does not have to be scary. This is my math life
I flexed my mathematical muscles by testing my concentration and perseverance. The class comprised of independently timed worksheets increasing in difficulty, homework during holidays, and the tradition of redoing problems until every solution was etched in our minds. Although the class was rigorous, I was presented with the opportunity to respect accuracy and time constraints while honing my mathematical skills.
I also learned that mathematics was more than merely an intellectual activity: it was a necessary tool for getting a grip on all sorts of problems in science and engineering. Without mathematics there is no progress. However, mathematics could also show its nasty face during periods in which problems that seemed so simple at first sight refused to be solved for a long time. Every math student will recognize these periods of frustration and helplessness.
My palms were sweating, my heart was racing, I had no idea what to expect or who I was going to meet. I was never the type of girl to embrace new situations, I hated change and I wasn’t very good with meeting new people. I figured once I got to high school it would be my chance to start all over, turn the page in my book of life, and flip over a new leaf. I wanted to finally be the girl that fit in with everyone. I had imagined myself going to parties with big groups of my new friends, having sleepovers and doing all of the things cool high school kids normally do. I was certain that my high school career would be just like one of those really corny teen movies and I would live happily ever after with the homecoming crown and the boy of my dreams. I don’t think I could have been any further from the actual truth. Things don’t always turn out how they are planned and my high school dreams definitely did not live up to my high expectations.
This deep dive into self-knowledge occurred when I received my first progress report for second semester Ninth Grade Algebra. To say that I was put into a space of shock and awe is an understatement; I was outraged. I was completing all my assignments and turning in homework, but my poor test grades were obliterating my grade.
My freshman seminar class hitherto has been good. In this class I have been learning about various topics. These topics fall into helping us for high school and preparing us for the future. These topics was important and necessary because they helped us to avoid from not being successful. One of the topics we have recently accomplished was budgeting.
They also create new mathematical concepts and rules on how to solve various problems. Math is important to my education and career plans because I use math on a daily basis. My first semester I took remedial math which was difficult for me. I took the class with the mindset of just trying to pass, which resulted in a failure. The professor for this class was great, but I didn't have good study habits. The next semester I took the class again and passed it. I payed attention in class and developed good study habits.
His name was Ethan, a sophomore in Math 3 that did not grasp the fundamentals of PEMDAS. I met Ethan when my teacher assigned me to tutor him after school for extra credit. I didn't know much about him, other than that he was struggling in math. As our session went on, I became more and more frustrated as he struggled with basic concepts of math. As a result, I gave him more homework, so he could practice concepts he didn't understand and told him I expected them done the next time we met. "Did you finish the worksheets?" I asked him the next time we met. He shook his head. "Well maybe it's just the first week" I said to myself. But then came the second week, and third, and fourth.
When I was fourteen years old, I learned algebra. My algebra teacher wasn’t the best. My mind didn’t connect with the teachers’ lessons and textbooks too well, and math was one of my weakest subjects. I would walk into my algebra class every afternoon wanting to run right back out. This was the first time I began struggling with math at a high level of difficulty. All my life I had been used to getting 0Bs and at times even As in my math class, however, all of this changed once I got into algebra in my eight grade year in middle school. I felt like I was the only person in my class hanging by the tip of the nail when it came to passing the class, meanwhile, everyone else was getting all the lessons and assignments
There are some things that can be learned in these subjects, but not much that is remembered for years to come. As I have stated above these classes are not necessary to be taken, and because of this they are not taken by a majority of students. Mostly due to the fact that there are risks involved. These risks are that of failure. Again referencing to what I have already stated if a person cannot perform well in these subjects and they take them they will very likely fail the class.
When I began taking Essential Elements in Mathematics I, I was quite nervous because everyone I knew, who had taken the course previously, was telling me how hard it was going to be. I kept thinking back to my days in elementary school and wondering, Am I going to be able to pass these classes? Luckily, I had grown up quite a bit since elementary school, and I was a bit better at mathematics than before. I mean, I did have to study like everyone else for these classes, but it was not as daunting as I thought it was going to be. Before I knew it, I found myself tutoring some of my peers for this class.
College is definitely a lot more difficult than I had anticipated. Although I had heard several people attest to the rigor that is college, and I had even witnessed the struggle first-hand as a high-schooler, it never really sunk in until I experienced my first real semester of college.
When I graduated from high school, forty years ago, I had no idea that mathematics would play such a large role in my future. Like most people learning mathematics, I continue to learn until it became too hard, which made me lose interest. Failure or near failure is one way to put a stop to learning a subject, and leave a lasting impression not worth repeating. Mathematics courses, being compulsory, are designed to cover topics. One by one, the topics need not be important or of immediate use, but altogether or cumulatively, the topics provide or point to a skill, a mastery of mathematics.